Describes a model for reading--ERICA (Effective Reading in Content Areas)--that consists of four stages: preparing, thinking through, extracting and organizing, and translating. (HOD)

Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Argues that metacognitive development should remain--or become--an aspect of instruction that aims to enhance students' reading comprehension. (HOD)

Presents a picture of future reading instruction conducted instantly through "brain language" and special devices. (FL)

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

A study of adolescents in Hong Kong suggested that parents' behavior toward their children did affect children's achievement in reading and other verbal skills. A more democratic style of child rearing correlated with the development of good reading abilities. (MKM)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)